Choosing The Right eLearning Methods

Lately, we have been using the Instructional Design model called ADDIE Model which
has five phases: Analysis, Design, Develop, Implementation, and Evaluation. My favorite is
Analysis Phase which plays a very important role in training delivery and performing all kind
of analyses like need, task, topic and training evaluation.

Learning Content Types

There are many Content Types focused on eLearning. Those are totally based on the need
analysis and the type of learners. Let us start, with the type of contents we are creating
while we think of eLearning as an option. Here are the most common Learning Content
Types:

1. Learner-centred content.
eLearning curriculum should be relevant and specific to learner’s needs, roles and
responsibilities in professional life. This kind of content like skills, knowledge and
all kind of learning media provided to keep the focus on learner’s end.
2. Engaging content.
Instructional methods and techniques should be used creatively to develop an
engaging and motivating learning experience. It depends upon developing the
storyboard that has to be based on a very engaging way of learning programs.
3. Interactive content.
Frequent learner interaction is needed to sustain attention and promote learning.
Scenario based learning is a good example for this kind of learning media.
4. Personalization.
Self-paced courses should be customizable to reflect learner’s interests and needs;
in instructor-led courses, tutors and facilitators should be able to follow the
learners’ progress and performance individually.

The Learning Pyramid

Designing Learning Contents also depends upon the type of eLearning methods which we
choose on the analysis phase. Now let us know the details about the learning pyramid with

following diagram:

The Learning Pyramid, researched and created by the National Training Laboratories in
Betel, Maine. It illustrates the percentage of learner recall that is associated with various
approaches. The first four levels lecture, reading, audiovisual and demonstration are the
passive learning methods. In contrast, the bottom three levels discussion group, practice by
doing and teach others are participatory (active) learning methods.

The Learning Pyramid really helps me to identify the right methods when choosing

eLearning methods. I insist you to refer to this pyramid on your analysis phase while you
are choosing the right eLearning methods.

Many types of eLearning can be created with advanced development tools, which are suited
to the needs of the modern workplace learners. There are various types of eLearning
solutions that can be employed to train the learners. Choose the type that best suits the
needs of the learner, keeping in mind the available technologies that would help them
access eLearning methods. Most of the eLearning methods are Synchronous and
Asynchronous in nature, It depends upon the learner’s need and the learning objectives you
choose.

Synchronous and Asynchronous Learning

Synchronous Learning.
Synchronous events take place in real time. Synchronous communication between two
people requires them to both be present at a given time. Examples of Synchronous
Learning are chat and IM, video and audio conference, live webcasting, application sharing,
whiteboard, polling, and virtual classrooms. This I will not cover in detail as these are basic
methods that most of the organizations are already familiar with.

Asynchronous Learning.
Asynchronous events are time-independent. A self-paced course is an example of
Asynchronous Learning because online learning takes place at any time. E-mail or
discussion forums are examples of asynchronous communication tools. In such cases,
students ideally complete the course at their own pace, by using a Learning Platform like an
LMS. Examples of Asynchronous Learning are Self-paced (SCORM), Audio/Video, E-mail,
Discussion forum, Wiki/Blog, Webcasting/Conferencing, CBT and WBT, Simulations, Game-
based learning.

Most of the Instructional Designers now choose the Learning Methods from
the Asynchronous mode of learning. Here, I present you the following areas where you can
choose eLearning methods based on your requirement and Learning Pyramid Analysis.

 Self-study.
Nowadays this is the most common method which uses wiki, blog and any
reading material like ppt, pdf files to offer the initial knowledge to the employees.
This also allows Subject Matter experts to the group of learners on the classroom
training to resolve their queries and doubts.
 Video/audio tape: This is the second most common method to create demo
video to train the learners. It also helps to create one way of learning assets which
help the learner know about the basics by watching.
 CBTs and WBTs.
In this type of learning, E-Courses are made available to the learners in the form of
a CD or a Computer-based training (CBT), which can be run on the learner’s
system. E- courses can also be made available through Web-based training (WBT),
which utilize the internet as a platform like  a Learning Management System. The
courses are self-paced, and the learner has no interaction with an instructor or
fellow learners. This works very well for adult learners who are more motivated to
learn, in order to learn new skills, update their resumes and attain professional
excellence.
 Blended eLearning /Instructor-led (ILT).
This combines both the Synchronous and the Asynchronous ways of learning.
Some training, like soft-skills or sales training, have to have a face-to-face
component in order to be truly impactful. A blended approach works best here
-where the classroom is utilized to conduct exercises and interactions. These
exercises cannot be conducted in eLearning delivery as peer interaction is limited.
Short e-courses can be created to help learners prepare a background for the
lesson before they come to class.
  Mobile Learning.
The easy availability and affordability of mobile devices has created the space for
mobile-enabled learning or mobile learning. Simply converting e-courses to
mobile compatible modules is not enough. The capabilities of the mobile device,
including disk space, internet connectivity, and the screen size has to be taken
into consideration. Authoring tools like captivate 8 provide responsive designs for
the e-course. This is a huge benefit, as it cuts down the costs of production as well
as the time taken to develop e-courses for mobile delivery.
 Social Learning.
The impact of social media is very strong and it can be utilized for corporate
learning as well. More and more organizations are realizing the true power of
social learning and encouraging their employees to interact more within
themselves and other like-minded people. Employees collaborate and network on
social platforms to discuss problems, queries, and experiences. Social
collaboration platforms are also built within the LMS so that the learners do not
have to discuss on public platforms and the learning which emerges from mutual
collaboration resides and grows within the LMS.
 Simulation.
Simulation eLearning is highly interactive and relies heavily upon graphics, video,
audio. Importantly, there are often custom simulations videos or games, which
could very well include 3D components. New software training is an example of a
course that often includes a high degree of interactivity and simulations.
 Game-based learning.
Games are considered to be fun by all, but they can be a powerful medium of
experiential learning as well. Nowadays many organizations focus on the term
Gamification which helps them to increase employee productivity and knowledge
by motivating them to learn with game-based courses. Such courses focus on
creating engagement and motivation for the learners to learn the things while
they play.
Choosing the right eLearning Methods, totally depends upon the proper need analysis of
the organization and upon the nature of the audiences and their collaboration methods.
Knowing all of the benefits of choosing the right eLearning methods for your needs, you
may want to think about implementing it when designing your next eLearning course. It can
not only make the development process more streamlined and productive, but it will also
provide a better eLearning experience for your audience.
pArt ii – designing An e-leArning course

ANALISYS EVALUATION
DESIGN DEVELOPMENT IMPLEMENTATION

NEEDS LEARNING OBJECTIVES CONTENT INSTALLATION REACTIONS

ANALISYS DEVELOPMENT AND DISTRIBUTION
SEQUENCING LEARNINGS
TARGET AUDIENCE STORYBOARD MANAGING
ANALISYS INSTRUCTIONAL STRATEGY DEVELOPMENT LEARNER’S ACTIVITIES BEHAVIOUR

TASK AND TOPIC DELIVERY STRATEGY COURSEWARE RESULTS

ANALISYS DEVELOPMENT
EVALUATION STRATEGY

the AnAlysis And design stAges Are essentiAl to ensure course

effectiveness And leArners’ motivAtion And pArticipAtion. AnAlysing
leArners’ needs And leArning content, And finding the AppropriAte
mix of leArning
Activities And technicAl solutions is cruciAl to creAting An effective
And engAging course.
course effectiveness And pArticipAnts’ motivAtion depend on severAl
elements, including the:
> relevAnce of the content And
course objectives for the
pArticipAnt:
do they meet existing needs?
> type of leArning Activities
offered by the course: Are they
interesting, inspiring And well-
mAtched to
the level of the pArticipAnts?
> course durAtion, timing And
number of hours to be invested:
do they fit with the pArticipAnts’
AvAilAbility?
> technicAl Aspects: is the technicAl
solution AppropriAte to leArners? Are
the technicAl elements (e.g. the leArning plAtform
And its functions) cleAr And
 understAndAble to pArticipAnts?
this section will illustrAte the AnAlysis And design Activities
involved in course design.
3. identifying And orgAnizing
course content
Jin, the SME, and Richard, the ID, are
Which topics will the course cover? And in which order?
brainstorming about which topics to cover in an
e-learning

course aiming to improve food security analysis

and promote its use in decision-making.

Jin asserts that there are several crucial topics –

ranging from climate change to communication
techniques

– that are relevant to the course objective.

However, not all of them can be covered by a
Jin, food security expert Richard, instructional designer
single course and probably not all of them are
really needed.

Richard suggests a few methods to prioritize

the content and organize it into a logical flow.

This chapter provides guidance on how to define the course content

and organize it into a structure. It will introduce the following topics:

> Identifying course content based on learners’ needs;

> Defining learning objectives; and
> Defining the course structure.

3.1 needS analySiS

DEVELOP IMPLEMENT
ANALISY DESIG EVALUATION
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NEEDS ANALISYS CONTE INSTALLA
LEARNING NT TION AND
TARGET AUDIENCE DEVEL DISTRIBU REA
ANALISYS OBJECTIVES OPMEN TION
T CTI
TASK AND TOPIC SEQUENCING MANAGIN
ANALISYS STORY G ON
INSTRUCTIONAL
BOARD LEARNER’
DEVEL S S
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This document does not focus on conducting needs analysis; however, this kind of analysis is crucial to
AVI
validate the need for an e-learning intervention and to provide important information regarding which
gaps need to be addressed to ensure that the intervention is targeted to organizational needs. OU

R
Before designing an e-learning course, a needs analysis should be conducted to determine whether:
RES
> training is required to fill a gap in professional knowledge and skills; and
ULT
> e-learning is the best solution to deliver the training.
S
In fact, there might be several causes of a capacity problem, and an organization’s

2
capacity to achieve its goals can be affected by many factors, including:

> factors in the enabling environment: policy and legislative frameworks, rules
and norms internal to an organization and political will;
> organizational aspects: the organization’s formal and informal incentive
and support structures, staff, equipment and finances;
> individual capacity: the skills, knowledge and attitudes of individuals working in the organization.

2
Moreover, not all individual capacity problems are learning problems. The traditional assumption is that if an individual
is not performing well, then training or other learning activities are the solution. Frequently, however, performance
problems result from a lack of support in the work environment, such as bad data, worn-out tools or poor incentives.11

Also, not all learning problems can be addressed through e-learning. It is crucial to
understand whether e-learning is appropriate for the identified learning goals.12

3.2 analySing the target audience

DEVELOP IMPLEMENT
ANALISY DESIG EVALUATION
MENT ATION
S N
NEEDS ANALISYS CONTE INSTALLA
LEARNING NT TION AND
TARGET DEVEL DISTRIBU RE
AUDIENCE OBJECTIVES OPMEN TION
ANALISYS T ACT
SEQUENCING MANAGIN
TASK AND TOPIC STORY G ION
ANALISYS INSTRUCTIONAL
BOARD LEARNER’
DEVEL S S
STRATEGY
OPMEN ACTIVITIE
LEA
DELIVERY T S
RNI
STRATEGY COURS
EVALUATION EWARE NG
STRATEGY DEVEL
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BE
Let’s assume that a learning goal has been defined and e-learning has been
HA
indicated as an appropriate solution to achieve that goal.
VIO
For example, the course goal could be “improving food security analysis and promoting its use in decision-making”.
UR
At this point, analysing the target audience is required to identify a variety of factors that
RE
will influence the course design. Some of these factors are shown below.
SUL

TS
factor to Be conSidered Why iS it important?

Region or geographic area in which learners reside. This is needed to define language and cultural issues
and to inform choices between synchronous and
asynchronous tools (learners located in different time
zones will have difficulty communicating in real time).

Kind of organization or institution in which learners This will help to identify specific learning
work and their professional role(s) within them. objectives for each target audience group.

Learners’ previous knowledge and expertise on the subject. In general, learners with a lot of prior knowledge do not
need the same kind or level of training support as
novices.

Learners’ computer skills and technical expertise. This will help to define the complexity of the
computer-based interactive activities.

The amount of time available for e-learning This information influences the amount of content to be provided
and the learning context . and the need for chunking the content into small units.

The location where learners will participate in e-learning This determines how much connection time is
and from where they can access the Internet; can they required for the course and whether learners
study at home, at work or in e-learning centres? can download plug-ins from the Internet.

Network bandwidth. Bandwidth limitations may slow application

performance and decrease user productivity. In
certain situations, low bandwidth applications may be
preferred since they take less time to transmit.

Computer and software capabilities, such as screen size, Technical requirements, including multimedia capabilities,
number of colours they can display, sound playback, RAM influence the selection of the media mix and plug-ins.
(amount of memory), processor type and speed .
11
de Rosa C., FAO’s Reference Manual on ‘Good learning practices for effective capacity development’. Learning Module 3 of the
Capacity Development Learning Programme series, Office of Knowledge and Capacity for Development (OEKC), FAO 2011.
12
See chapter 1 of this guide.
 3.3 identifying courSe content
DEVELOP IMPLEMENT
ANALISY DESIG EVALUATION
MENT ATION
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NEEDS ANALISYS CONTE INSTALLA
LEARNING NT TION AND
TARGET AUDIENCE DEVEL DISTRIBU REA
ANALISYS OBJECTIVES OPMEN TION
T CTI
TASK AND TOPIC SEQUENCING MANAGIN
ANALISYS STORY G ON
INSTRUCTIONAL
BOARD LEARNER’
DEVEL S S
STRATEGY
OPMEN ACTIVITIE
T S LEA
DELIVERY

COURS RNI
STRATEGY
EVALUATION EWARE
NG
STRATEGY DEVEL
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BEH
A course goal, such as “improving food security analysis and promoting its use in decision-
AVI
making”, provides an initial definition of the content and a focus for the course design.
OU
Now, it is very important for the ID to identify the detailed course content in order to achieve that goal.
R
Content analysis is probably the most critical step in the instructional design process. If the
RES
designer does not include accurate and relevant content, then there is little value in finding
the best instructional methods and media to transfer the information to learners. ULT

S
The analysis must consider the learners’ relate factors (e.g. previous knowledge
and skills) which emerged from the target audience analysis.

Content analysis is a prerequisite for developing specific learning objectives and the curriculum outline.

SMEs and IDs work together to perform the analysis. This process helps the ID to familiarize with the
content; moreover, it forces the SME to work through each individual content element and indicate
the most important and challenging aspects that should be considered. During this process, both
of ID and SME have the opportunity to view the content from the learner’s

perspective. Content identification and analysis can be done by applying the

following methods:

> Task analysis identifies the job tasks that learners should learn or improve and the
knowledge and skills that need to be developed or reinforced.
> Topic analysis is carried out to identify and classify the course content.

Depending on the circumstances, one of these methods may be preferred:13

> Task analysis is used mainly in courses designed to build specific job-
related or interpersonal skills (also called “perform courses”).
> Topic analysis is appropriate for courses that are primarily designed to provide information
or achieve broader educational objectives (also called “inform courses”).

Task analysis

Task analysis helps to define content for job-oriented learning courses that aim to develop or reinforce job-related skills.

What is a task analysis?

Task analysis is defined differently in different contexts. In the context of instructional design, a task analysis is a detailed
analysis of actions and decisions that a person takes to perform a job task (i.e. a well ‑defined unit of work), which includes
identifying the knowledge and skills needed to support those actions and decisions.
13
Clark R.C., Mayer R.E., e-Learning and the Science of Instruction -
Proven Guidelines for Consumers and Designers of Multimedia
Learning, Second Edition, Pfeiffer 2005
 Identifying course content through task analysis allows designers to:

> create a learning course that is job centred;

> focus attention on skills; and
> create case-based scenarios that build on realistic job contexts.

As a result, learners can better integrate the new knowledge into their daily practice.

The task analysis consists of four main steps:

Step 1: Identifying tasks

Identify and describe the tasks that learners should learn or improve to achieve the course goal.

Step 2: Classifying tasks

Classify tasks as either:

> procedural (i.e. tasks that are performed by executing an ordered

sequence of steps , such as “Create a table in Microsoft Word”); or
> principle-based (i.e. tasks requiring judgments and decisions to be applied in different situations
and under conditions that change every time, such as “Organizing a conference”).

Step 3: Breaking up the tasks

Break each task into:

> steps (for procedural tasks); or

> guidelines that should be applied to perform the tasks (for principle-based tasks). For complex tasks, requiring
the application of strategic or interpersonal skills (such as “adapting” or “solving group conflicts”), different
points of view may be needed to identify the guidelines. These can be collected through interviews with
several experts, e.g. by asking them about the approach they adopt in challenging situations and looking
for commonalties among the various approaches to identify the skills that can help in those situations.

Step 4: Identifying required knowledge and skills

Identify the knowledge and skills needed to best perform those steps or apply those guidelines.

exAmple of A tAsk AnAlysis

Let’s use an example of an e‑learning course aimed at improving food security analysis and promoting its use in decision ‑making.
The course audience is composed of mid‑level managers, technical staff and field personnel who are involved in collecting, managing,
analysing and reporting food security information.
Step 1: Identifying tasks

Discussions with several food security experts reveal that the most critical aspects to be improved relate to: the selection of assessment
methods and indicators; the analysis of the collected data; and, importantly, the preparation of effective food security reports to communicate
research findings to decision‑makers.

Therefore, in this case, the following job tasks need to be performed:

1 ‑ Select the most appropriate method to assess food security in a given context. 2 ‑ Select indicators for different food security
dimensions.
 ‑ Design and produce effective reports for decision‑makers, providing them with recommendations based on analysis results.

Step 2: Classifying tasks

These tasks are quite complex; the manner in which they are carried out depends on the given
context. This means that they are principle-based rather than procedural tasks.

Therefore, we want to provide learners with guidelines they can apply to specific
situations, rather than give them step-by-step instructions on what to do.

Step 3: Breaking up the tasks

Next, we need to describe each task and a set of guidelines that learners should follow to
correctly accomplish the task. As an example, let’s focus on the fourth task:

taSK: report reSultS to deciSion-maKerS guidelineS

Task description: Define the communication purpose.

Design effective reports for decision-makers, providing Identify users’ information requirements.
them with recommendations based on analysis results.
Construct a message in a logical and persuasive manner.

Choose a report format according to the context.

Write the report clearly and concisely.

Step 4: Identifying required knowledge

What do the food security professionals need to know to apply these guidelines?

taSK: report reSultS to guidelineS reQuired KnoWledge

deciSion-maKerS
Task description: Define the communication Difference between explanation and advocacy
purpose.
Design effective reports
for decision-makers, Identify users’ information Potential readers of a food security report
providing them with requirements.
Difference between primary and secondary
recommendations based
on analysis results. audience Methods to interact with users
Construct a message in a Which recommendations are relevant and feasible
logical and persuasive manner.
Timeliness
Structure of of reporting current situation,
a message:
problem, questions, response needed
Consistency, relevance and brevity of supporting data

Choose a report format Components of: Baseline or Research Report, Early

according to the context. Warning Bulletins, Emergency Needs Assessments, Policy
Papers or Briefs, Monitoring and Evaluation Reports

Write the report clearly Report elements: summary, introduction,

and concisely. main body and conclusions

How to write clear and concise sentences

The editing process

The guidelines and associated knowledge elements will form the content of a unit on “Reporting food security information”.
Topic analysis

The task analysis is usually completed by conducting a topic analysis.

If the course is intended primarily to provide information or achieve educational objectives

broader than improving job performance, the ID will skip the task analysis and directly
conduct a topic analysis to define the major topics and subtopics for the course.

The topic analysis aims to:

> identify course content, and

> classify content elements.

Identifying course content

For example, in a course entitled “Climate change and food security”, the ID first can ask
the SME to identify the main content categories for the course, such as:

> Climate change and its effects; and

> Impacts of climate change on food security

Then, the ID can ask the SME to further detail each category. For example, this would result in a draft outline such as:

> Climate change and its effects

> Climate variability
> Climate related disasters
> Impacts on agriculture

> Impacts of climate change on food security

> Effects on rural livelihoods
> Specific impact on different locations and conditions
> Examples, such as the impact of water scarcity in Mauritania, the impact
of extreme weather events in Bangladesh, etc.

Visual instruments, such as mind maps, concepts maps and process diagrams can help the ID and the SME
clarify connections among content elements. Mind maps can be used to visualize and organize ideas. They
can represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea.
Concept maps and causal maps are diagrams used to illustrate connections among concepts and cause-effect
relationships, while process diagrams are commonly used to indicate the general flow of processes.

Classifying content elements

Classifying content elements helps to further recognize connections among them

thus contributing to the refinement of the draft course outline.

Content elements can be classified according to the types of content they represent.
 The following example14 identifies six main types of content: facts, procedures,
concepts, principles, interpersonal skills and attitudes.

typeS of learning content

Facts Unique, specific information that answers the questions: who,

where, when? Facts are shown, exhibited or indicated.
Examples: data, lists, historical events

Procedures A procedure is a series of clearly defined steps, aiming to

perform a task. Procedures answer the question: “How to …?”
Example: “instructions for creating a table in Microsoft Word”

Concepts A concept is a group of objects, entities or ideas that: are defined by a single
word or term; share common characteristics; differ in unimportant
characteristics; require a definition; and answer the question: “What is …?”
Example: the concept of “climate change”

Principles A principle (or rule) describe a relationship between two concepts. For example:
“As price increases, the supply increases” . Some principles can be translated
into strategic guidelines which can guide decisions and complex tasks.
Example: “guidelines for facing price volatility”

Interpersonal skills Verbal and non verbal skills for interacting with other people.
For example, content related to “negotiating” or “solving group conflict”

Attitudes Predispositions to behaviour.

Example: content related to appreciate the “importance and urgency of
adopting measures for limiting the negative impacts of climate change”

3.4 defining learning oBJectiveS

DEVELOP IMPLEMENT
ANALISY DESIG EVALUATION
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NEEDS ANALISYS CONTE INSTALLA
LEARNING NT TION AND
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ANALISYS OBJECTIVES OPMEN TION
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TASK AND TOPIC SEQUENCING MANAGIN
ANALISYS STORY G ON
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By looking at the tasks and content elements identified in the task and topic analyses, it is
AVI
possible to translate the overall course goal into more specific learning objectives.
OU
Learning objectives define the expected outcome of each learning unit. For example, will learners
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be able to memorize the steps of a procedure or will they actually be able to perform it?
RES

ULT
What is a learning objective? S
A learning objective is a statement describing a competency or performance capability to be acquired by the learner.
Objectives should be specified for the course as well as for each single activity.
14
A content classification should be seen as a pragmatic tool to support course
design. Several classifications have been developed by various authors (such as
Horn, Merrill, Anderson & Krathwol, Morrison, Kemp

& Ross, Clark) according to specific needs. The one presented here is a simplified
version of the classification of Morrison, Kemp & Ross (2001).
 Let’s take an example from our task analysis table:

taSK: report reSultS to guidelineS reQuired KnoWledge

deciSion-maKerS

Design effective reports for Construct a message in a Which recommendations are relevant and feasible
decision-makers, providing logical and persuasive manner
Structure of a message: current situation,
them with recommendations
problem, questions, response needed
based on analysis results.
Consistency, relevance and brevity of supporting data

From this information, we can develop the following learning objectives:

> Construct a logical and persuasive message.

> Explain the concept of relevance.
> Explain the concept of feasibility.
> Describe the elements of a message (current situation, problem, questions, response needed).
> Distinguish consistent from inconsistent data.

> Explain the concept of brevity.

Learning objectives combine two main elements:

> the expected level of performance (through an action verb, such as “describe” or “explain”); and
> the learning content (i.e. the type of knowledge or skills that must be learned,
such as “the main objectives of a food security information system”)15.

According to the revised Bloom’s taxonomy of the cognitive domain, learning objectives can imply six different
types of cognitive performance, ranging from the lowest performance level (remember) to the highest (create).

performance levelS for the cognitive domain 16

Remember The learner is able to recognize or memorize information.

Understand The learner is able to reformulate a concept.

Apply The learner is able to use the information in a new way.

Analyse The learner is able to decompose and define relationships among components.

Evaluate The learner is able to justify a decision according to a criterion or standard.

Create The learner is able to realize a new product or approach.

Other taxonomies have been developed for the affective and psychomotor domains17.

Verifying the alignment of learning objectives, activities and tests

Clear learning objectives allow the development of learning activities which are really
focused on learners’ needs and provide the basis for evaluation tests.

It is important to ensure that learning activities and evaluation tests aim to develop and
assess the same type of performance and learning content as expressed in the learning
objectives; in other words, they need to be aligned with the learning objectives.

15
Learning objectives can also include performance conditions (i.e. the
context in which the behaviour will be performed, such as “orally”);
and performance criteria (i.e. how well the behaviour will be
performed, such as “with a maximum of five errors”).
16
Adapted from: Anderson and Krathwohl, 2001
17
See the Appendix of this document
For example, if the learning objective is to “understand the main components of a food security information
system (FSIS),” the course designer should adequately illustrate the FSIS concept and develop tests to assess
the learners’ understanding (not only the memorization) of that concept, as shown in the table below:

learning oBJective: learning activity: teSt:

learners will understand the after reading the definition of fSiS, learners will describe the
main components of an fSiS. learners will look at two examples main components of their own
of an fSiS and will identify their main country’s fSiS.
components.

rememBer

underStand X X X

apply

analySe

evaluate

create

3.5 defining the courSe SeQuence

DEVELOP IMPLEMENT
ANALISY DESIG EVALUATION
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NEEDS ANALISYS CONTE INSTALLA
LEARNING NT TION AND
TARGET AUDIENCE DEVEL DISTRIBU REA
ANALISYS OBJECTIVES OPMEN TION
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TASK AND TOPIC SEQUENCING MANAGIN
ANALISYS STORY G ON
INSTRUCTIONAL
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How should the learning objectives be sequenced when structuring a course? One of the methods AVI
used to define the course sequence is the prerequisite method. That method uses a learning
OU
objectives hierarchy, teaching first those skills that seem to be prerequisites for all other skills.
R
It is possible to create a hierarchy among learning objectives by using the results of the task and topic
analyses. The diagram below shows the hierarchy among the objectives that were formulated in the RES

above example. The learning objective “Construct a logical and persuasive message” is at a higher ULT
level than the others. In fact, the other learning objectives (e.g. “Explain the concepts of relevance and
S
feasibility”) are all prerequisites to being able to construct a logical and persuasive message.
Learning objectives hierarchy

Design effective reports for decision-makers

Define Identify user’s Construct a logical Choose a report Write the report
the communication information and persuasive format according clearly and
purpose requirements message to the context concisely

Explain the Explain the Describe the Distinguish Explain the

concept of concept of elements of a consistent from concept
relevance feasibility message inconsistent data of brevity

Other sequencing methods

There are several other methods that can be used to organize and sequence the content, and different
methods can be integrated to design the best structure for your course. Some of these other methods include
the following:

> In a job-oriented course (perform course), the content can be organized to follow the order
of the actions in the real job environment; this is the job-context principle.
> In a non job-oriented course (inform course), concepts can be organized
according to their structural connections, such as by:
> describing the characteristics of a class before describing its members;
> providing examples first, then definitions; or

> starting with concrete or simple information and then proceeding to abstract or complex concepts.
> If learners’ profiles (e.g. general characteristics, job profiles, educational background) are well-known, concepts
that are most familiar to learners can be presented before those that are far from learners’ experience.
> The curriculum can start with a more general overview, then focus on specific topics, and
at the end go back to the general conclusion; this is the zoom principle.
> The curriculum can revisit the basic ideas, repeatedly building upon them until
the learner understands them fully; this is the spiral curriculum.
The outcome of sequencing is a course structure where each element corresponds to a specific
learning objective and contributes to the achievement of the overall course goal.

Course

Unit Unit Unit Unit Unit

Course structure
Session Session Session Session Session
The diagram on the left is an example of a structure for an e‑learning course.
Session Session Session Session Session
A course can include several units which include a number of sessions.
In a self ‑paced e‑learning course, each session is a learning object18 made by a set of screens including text and media elements.
Session Session Session Session Session

Session Session Session

Session Session

Course

Personal learning paths

Unit Unit Unit Unit Unit
Developing the course using a modular19 approach allows the definition of a number of personal learning paths that respond to different
individual interests Session
and learning Session
needs.
Session Session Session
The task analysis helps to establish a connection between learners’ needs and specific course elements. This enables learners to select a
subsetSession
of sessions Session
under the main course. Session
Session Session
Entry tests or task‑related questions can be submitted to learners to help them identify the right subset of relevant course elements.
Session Session Session Session Session

Session Session Session

Session Session

3.6 caSe Study

Task analysis can be a very time-consuming activity, especially when it involves multiple interviews and document
analysis. However, there are some techniques to reduce the time needed for the analysis. The following case
study shows how a task analysis was conducted in a few days and its results used to develop a course outline.

18
A learning object is the smallest reusable collection of content
supporting a specific learning concept or objective.
19
A modular curriculum is made up of standardized units that can be
separated from each other and rearranged or reused.
An e-learning course on “Impact Assessment of Large-scale Food Security Programmes”

FAO and Wageningen International collaborated in the development of a self-paced e-learning course on
“Impact Assessment of Large-scale Food Security Programmes”. The goal was to design an e-learning course
providing guidance to programme designers, programme managers and monitoring and evaluation officers
on how to organize and implement impact assessments of large-scale food security programmes.

As part of the process, a consultative workshop

was organized in 2009 at FAO headquarters in
Rome with 21 professionals working in national
programmes for food security (from Central America,
Indonesia, Nigeria, Pakistan and Sierra Leone),
staff members from FAO and professionals from
other international organizations (e.g. IFAD).

©FAO/Beatrice Ghirardini

Prior to the workshop, a team of three SMEs and an ID developed a draft outline of a task analysis. A
two-day consultative workshop then was organized to bring together field practitioners, trainers, experts
and/or institutional representatives to review and complete the draft task analysis, and to consider
which organizations or individuals could best assist in developing the learning materials.

Results of the discussions

The group divided the primary target audience into two main professional profiles:

> Group 1: National programme directors, designers and managers, decision-makers and donors; and
> Group 2: Monitoring and evaluation officers of food security programmes, technical
advisors to the programme, statistical officers and external evaluators.

Lists were prepared for each target audience group that described the major tasks related to
impact assessment and the fields of knowledge required for successful task performance.

The following are a few of the identified tasks and associated knowledge for Group 2:

taSKS KnoWledge needed

Recommend the most The different options for assessing impact, including tools (e.g.
appropriate approach household survey to measure quantitative indicators; existing data to
according to the context monitor nationally-defined indicators; Participatory Impact Assessment
- PIA)
Advantages and disadvantages of each approach, including costs
The most important information that can be obtained from the different
approaches How to determine the best approach to measure the impact of the
programme, taking into consideration the financial, technical and human
resources available, as well as the main questions we want to answer
How to present the proposal in a user-friendly form
How to combine different approaches (triangulation)
 taSKS KnoWledge needed

Design and conduct The definition of the attribution gap and how to overcome it in a survey
a sound survey (How can we answer the question about whether the programme had
impact, considering other influences/events and conditions?)

The characteristics of a survey, including the different types of surveys (e.g.

sampling methods) and how to choose among them (e.g. criteria)

How to choose a comparison group

The biases inherent in the survey design (e.g. selection bias) which may limit the
ability to make plausible links between the programme and outcomes (attribution)

How to ensure that the collected data and information are of high quality

How to analyze the data (e.g. skills and software required)

Design and conduct The definition of participatory impact assessment

a Participatory
Impact Assessment The definition of the attribution gap and how to overcome it in a PIA
(PIA) (How can we answer the question about whether the programme had
and analyse data impact, considering other influences/events and conditions)

What PIA can tell us that other approaches and methods cannot;
what can we learn by implementing a PIA

What types of indicators can be used for a PIA

What resources are needed to carry out a PIA

Use existing data What types of data are available in the country
from national data
collection systems The definition of the attribution gap and how to overcome it when using
national data (How can we answer the question about whether the programme
had impact, considering other influences/events and conditions)
How to use existing data to measure programme impact on food security

Workshop participants produced drawings and diagrams to illustrate relationships among tasks and concepts.

©FAO/Beatrice Ghirardini ©FAO/Beatrice Ghirardini

Design of the course plan

After the workshop, the lead SMEs and the ID analysed worksop results to define a set
of learning objectives and developed the following course structure:

courSe: impact aSSeSSment of large-Scale food Security programmeS

Unit and lesson title Description

Unit 1. Impact Assessment in The unit illustrates the relevance of impact assessment in food security programmes. It
Food Scurity Programmes provides basic concepts of food security, describes different types of food security
programmes and explains the importance of integrating impact assessment into programme
design.
Lesson 1.1 - Introduction The lesson outlines the basic concepts of impact assessment, why it is done and
to Impact Assessment the importance of being able to attribute observed change to the programme.

Lesson 1.2 - Food Security The lesson reviews different food security-related conceptual frameworks used
Concepts and Frameworks by programme planners for designing food security programmes.

Lesson 1.3 –Large-scale The lesson reviews different types of food security programmes
Food Security Programmes and discusses implications for assessing their impact.

Lesson 1.4 - Impact The lesson describes the importance of integrating impact assessment into
Assessment in programme design in order to be able to measure major achievements of the
Programme Design programme.

Unit 2. Methods The unit illustrates principles of quantitative, qualitative and

and Approaches participatory methods and approaches to assess impact and shows
for Assessing the main elements to consider when deciding on the impact
Impact assessment design.
Lesson 2.1 - Overview of The lesson reviews the main features of a rigorous impact assessment
Methods and Approaches and the different methods and approaches.

Lesson 2.2 - Quantitative The lesson describes the main issues to consider when
Methods: Household Surveys designing and carrying out a quantitative household survey.

Lesson 2.3 - Quantitative The lesson outlines when and how to use secondary data in assessing programme impact.
Methods: Secondary Data

Lesson 2.4 - Qualitative The lesson introduces qualitative assessment techniques, their advantages and
Methods drawbacks in impact assessment and the importance of stakeholder participation.

Lesson 2.5 - Selecting The lesson provides a rationale for choosing the most appropriate methods and
Methods and Approaches approaches to carry out impact assessment within the context and constraints of the
programme.
Unit 3. Interpreting and The unit provides guidance on drawing conclusions from the impact
Communicating Impact assessment and communicating the results to stakeholders.
Assessment Results

Lesson 3.1 – Analysing and The lesson illustrates basic concepts of analysing and interpreting quantitative
Interpreting Impact Data and qualitative data in order to attribute observed changes to the programme.

Lesson 3.2 - Documenting The lesson provides guidelines for presenting results of impact assessment in the
and Reporting Results most appropriate way to respond to the needs of programme stakeholders.

considerAtions on sequencing

The first unit provides basic concepts as common prerequisites for all the other units of the course (i.e. the prerequisite
method).

The other units follow the order of the actions in the real‑word (i.e. the job‑context principle). In Unit 2, both the prerequisite
and zoom principles have been applied:
Lesson 2.1 provides an overview of the three methods which are individually analysed in lessons 2.2, 2.3 and 2.4 (i.e. the
zoom principle).
Lesson 2.5 covers the higher level objective of selecting an assessment method. Thus, the information provided in lessons 2.1
to 2.4 is a prerequisite for the objective of lesson 2.5 (i.e. the prerequisite method).
An outline document was produced and used afterwards by the authors as a model for developing lesson content.

Course Plan

In order to assist authors in formulating

and developing learning content,
the course plan provides details and
guidance for each lesson as follows:
Unit objectives describe the
main skills learners will have
acquired by the end of the unit.
Lesson learning objectives describe
the knowledge and skills that
the learners will have acquired
by the end of the lesson.
Main target audience indicates the
primary target audience group for
the lesson (Group 1 and/or Group 2,
according to the previous definition
of the target audience groups).
Guidelines for the author
help define the scope and the
approach of the lesson.
Scope notes for each learning step,
which provide advice to authors on the
information to include and the topics
and concepts to be developed in detail.
Resource pointers for each lesson,
which provide additional sources of
information which might be useful to
both content authors and the learners.
 3.7 in Summary
key points for this chApter
A first step is to develop a clear statement of the goal of the e‑learning course.

The likelihood of developing an effective e‑learning course increases when more relevant information is collected on learners
(e.g. job profiles, prior knowledge, learning context).
When a course is job‑oriented, conducting a task analysis is a good way to ensure that you are including relevant content. If
the course is not job‑oriented, a topic analysis must be conducted to clarify relationships among concepts.
Defining learning objectives clarifies expectations about outcomes from learners.

Learning objectives and relevant topics are then organized in a logical structure using various sequencing methods.
4. defining instructionAl, evAluAtion
And delivery strAtegies
The content for the course has been decided.
Are we providing a self-paced or an online workshop
But before starting the development stage,
using online communication tools? Which level of
decisions must be made about the way in which
interactivity will the course have? What kinds of media
the course will be made accessible to learners.
will be used? Audio, video or just text and graphics?
Richard, the instructional designer, suggests
creating interactive content for self-study,
with graphics, animations and tests, and also
providing some opportunities to learners
for online socialization and discussion.
Clara is concerned about development time and
budget constraints. The team is also aware that
there are some technology constraints to verify.
For example, it would be completely useless to
provide the course through a synchronous virtual
classroom if learners don’t have a good Internet
connection!

This chapter provides guidance on how to make decisions about the

overall course design. It will introduce the following topics:

> Instructional methods for e-learning;

> Delivery formats; and

> Evaluation methods.

4.1 defining inStructional methodS

DEVELOP IMPLEMENT EVA
ANALISY DESIG MENT ATION LUA
S N
NEEDS ANALISYS CONTE INSTALLA TIO
LEARNING NT TION AND RE
N
TARGET AUDIENCE DEVEL DISTRIBU
ANALISYS OBJECTIVES OPMEN TION ACT
T
TASK AND TOPIC SEQUENCING MANAGIN ION
ANALISYS STORY G
INSTRUCTIONAL S
BOARD LEARNER’
STRATEGY DEVEL S LEA
OPMEN ACTIVITIE
DELIVERY T S RNI

STRATEGY COURS NG
EVALUATION EWARE
STRATEGY DEVEL S
OPMEN
T BE

HA
Once the course structure has been defined, the ID must propose the best mix
of methods and techniques for a specific e-learning course. VIO

UR

RE

SUL

TS
 The design of an e-learning course will involve using a combination of the following instructional methods:

> Expositive methods - which emphasize “absorption” of new information. Expositive

methods include presentations, case studies, worked examples, demonstrations.
> Application methods - which emphasize the active processes learners use to perform procedural and principle-
based tasks and build new knowledge. Application methods include demonstration-practise method, job aids,
case-based or scenario-based exercises, role play, simulations and serious games, guided research, project
work.
> Collaborative methods - which emphasize the social dimension of learning and engage learners sharing knowledge and
performing tasks in a collaborative way. They include online guided discussions, collaborative work and peer tutoring.

Instructional methods

expoSitive methodS application methodS collaBorative methodS

Presentations Demostrations-practise methods Online guided discussion

Case studies Jobs aids Colaborative work
Worked examples Case-based exercises Peer tutoring
Demostrations Role plays
Simulations and serious games
Guided research
Project work

Each method can be delivered in different formats, using different types of media and communication
tools. For example, a presentation can be delivered as a Power Point file or as a recorded (or live) video
presentation. An online discussion can be carried out in a discussion forum or through a Skype call.

Delivery formats are selected based on additional factors related to learners, technological
and organizational constraints (e.g. budget) and available time.

Expositive methods

Expositive methods require learners to listen and read or observe. A SME or instructor
delivers knowledge on a given topic, which can be complemented by tests and exercises
to evaluate learners’ memorization and/or understanding of the content.

Expositive methods are used for acquiring information, but they can be combined with other
methods to create different types of learning courses. In those courses, the expositive component is
normally used to provide orientation and basic concepts before going into more practical and
complex stages.

Presentations, especially in video formats, can also be used to sensitize and

influence learners’ attitudes toward specific subjects.

Expositive methods include:

> presentations: organized information on a specific topic

> case studies: real, significant cases related to the topic
> worked examples: examples of the topic with comments and explicit reference to the theory
> demonstrations: illustrations of how a task can be performed
In e-learning, these methods can be delivered through a number of formats, as shown below.

delivery formatS for expoSitive methodS

Simple learning content, such as documents and PowerPoint presentations, with no interactivity.

Interactive e-lessons using text, images, audio, animations

and practice (i.e. questions and feedback).

Presentations made by an expert or instructor which are broadcast in

real time or recorded for learners to watch at any time. The lessons can
be recorded in both video and audio formats (podcasts).

Webinar and virtual classroom

The instructor presents the content to a group of learners who are connected to the
platform at the same time. Learners can interact with the instructor, ask questions
and receive feedback using video conference, audio conference or chat.
The instructor can use special software called “virtual classroom software”. These
programs usually include a range of synchronous tools such as whiteboard, application
sharing, audio conference and chat. Learners can use these tools to interact with
the instructor and other learners, ask and answer questions, vote, etc.

Application methods

Application methods involve the learners in practical activities which can range from simple exercises (such as
the demonstration-practise method) to more complex methods like simulations or research activities.

When using these methods, it is helpful to have a tutor or instructor

to provide guidance and facilitate reflection for learners.

> Demonstration-practise method

This method is used to teach a procedure – usually a software procedure, such as how to generate a map using
geographic information system (GIS) software – using directive learning. A procedure is first demonstrated by an expert
or instructor, and then learners are asked to practise the procedure by interacting with the system or software.
In e-learning, this method can be realized through two formats, as shown below.

delivery formatS for demonStration-practiSe methodS

Interactive e-lessons using a combination of animations and operational

simulations (based on a sequence of operations) that allow learners to
interact with the system and receive feedback on his/her actions.

Virtual classroom in which the instructor shows the application using

application- sharing tools and allows learners to take control of the application
to practise it.

> Job aids

Job aids provide just-in-time knowledge. They usually provide immediate answers to specific
questions, helping users accomplish job tasks. For example, learners may be provided with
a checklist to help them draft a communication strategy for a specific audience.

This method can be realized through the following delivery format.

delivery formatS for JoB aidS

Printed documents such as checklists, technical glossaries and manuals

Online help or more sophisticated interactive online systems

> Case-based or scenario-based exercises

Case-based exercises are used to develop cognitive skills in a specific domain. Learners are asked to apply
knowledge and principles to a concrete situation. Typically, this method is built around a scenario, e.g. a
challenging situation where learners are required to make decisions by choosing among different options.

For example, learners may need to select the best method for assessing the impact of a food security
programme. They are provided with an overview of the different assessment methods, criteria and information
about the specific programme to be assessed. An expert then comments on the learners’ choices.
This instructional method can be realized through the following delivery formats.

delivery formatS for caSe-BaSed methodS

E-learning linear lessons using text, images, audio, animations and practise
(questions and feedback); feedback is provided to learners by comments on the
appropriateness of their choices, after which they proceed to the next situation.

Electronic simulations, based on branched scenarios (also called experiential

simulations); each learner’s choice produces a consequence that generates feedback.
The feedback is provided through a follow-up situation that produces more choices.

Tutored individual activities in which a challenging situation is presented

together with the information and tools required to develop a solution to the
problem; each learner is asked to develop his/her own solution by using the
available information. The tutor can provide feedback during and at the end of
the work.

Activities that are performed by a group rather than an individual; this also provides
the opportunity to practise interpersonal skills (e.g. negotiation skills).

> Role play

Role play is used to develop interpersonal skills. Learners are asked to apply behaviour-related principles (e.g.
communication principles) to a concrete situation. Feedback is provided to learners about their behaviour.

For example, learners may be divided in groups of two people – one is designated as the policy-maker and
the other as the food security expert. The expert must convince the policy-maker to take action based on the
expert’s recommendations. After the simulation, the tutor/instructor comments on the learners’ performance.

In e-learning, this method can be realized through two delivery formats.

delivery formatS for role-play

Electronic simulations, based on branched scenarios (also called experiential simulations);

each learner’s choice produces a consequence that generates feedback. The feedback
is provided through a follow-up situation that produces some more choices.

Role plays conducted as a group activity by learners using communication tools such as chats,
audio or video conferences and discussion forums; a specific role is assigned to each learner.
Learners interact with each other to achieve individual objectives and/or a common goal.
> Symbolic simulations and serious games
Symbolic simulations are used to develop scientific understanding of complex systems (e.g. ecosystems) or strategic
management skills in organizations. Learners can interact with the system to understand the underlying dynamics.

For example, if learners need to analyse crop status through seasons, they can play with the system to see the main
crop stages based on rainfall and vegetation data, and to observe the consequences of vegetation stresses.

In e-learning, this method can be realized through the following delivery formats.

delivery formatS for SimulationS and SeriouS gameS

Symbolic simulations, based on the mathematical model of a

system, simulate a natural, social or economic system.
Learning games are simulations involving a competitive component,
a challenging goal and a set of rules and constraints.

> Guided research

The learners are charged by the tutor or the instructor to conduct research on a specific subject. The
instructor can guide the learner in collecting and organizing information. For example, learners may be
asked to conduct
research on the food security information systems (FSIS) in their own countries. The instructor provides suggestions
to learners on how to find the required information and how to illustrate the FSIS using a Venn diagram.

In e-learning, this method can be realized through the following delivery formats.

delivery formatS for guided reSearch

Discussion forums, e-mails, chats and audio or video conferences for

communicating between learner and instructor or tutor.
Wikis, blogs and shared documents for presenting results.

> Project work

The learner is charged by the tutor or the instructor to develop a product or a project by applying
learned principles and concepts to his/her specific context. For example, learners may be asked
to develop a food security report by applying the principles learned during the course.

In e-learning, this method can be realized through the following delivery formats.

delivery formatS for proJect WorK

Discussion forums, e-mails, chats and audio or video conferences for

communicating between learner and instructor or tutor.
Wikis, blogs and shared documents for presenting results.
Collaborative methods

Collaborative methods are based on dialogue and discussion among facilitators and learners. They add a
social dimension to the learning experience, applying the principles of social constructivism and collaborative
learning. They allow learners to benefit from having discussion partners and getting personal feedback.

> Online guided discussions

Guided discussions are designed to facilitate learning and improve knowledge and skills. The facilitator
asks learners questions to stimulate and guide reflection and critical thinking. These discussions usually
complement other methods, such as a presentation, research or a case-based exercise.

Guided discussions also facilitate communication and knowledge sharing among learners. For example,
after individual research on food security information systems, learners may be asked to describe
to the facilitator and the other learners how those systems work in their own countries.

In e-learning, this method can be realized through the following delivery format.

delivery formatS for guided diScuSSionS

Discussion forums, e-mails, chats or audio or video conferences.

> Collaborative work

Learners work together to perform different types of activities, such as evaluation, analysis or development
of an assignment or a project. This method requires learners to collaborate, listen to each other, argue and
negotiate; they develop interpersonal skills other than domain-specific and problem-solving skills.

For example, learners may be divided into small groups and charged to evaluate the impact
of a food security programme by applying the principles learned during the course. Each
group must provide an evaluation report as an outcome of the assignment.

In e-learning, this method can be realized through the following delivery formats.

delivery formatS for collaBorative WorK

Discussion forums, e-mails, chats or audio or video conferences to communicate among learners.
Wikis, blogs and shared documents for collaborative work.
 > Peer tutoring
Learners monitor and support each other. They have the opportunity to learn from each other’s work
and to practise tutoring methods. This is a useful method for train-the-trainer projects.

For example, each learner may be asked to review a food security report developed by another learner, and to
provide suggestions on how to improve the document according to the principles learned during the course.

In e-learning, this method can be realized through the following delivery formats.

delivery formatS for peer-tutoring

Discussion forums, e-mails, chats, audio or video conferences, wikis, blogs and shared documents.

A summary of the instructional methods and formats

The following table summarizes the main uses and the pros and cons of the various instructional methods.
Most courses combine two or more e-learning methods, using different types of e-learning formats.

method uSed to delivery formatS proS conS

Expositive methods Presentations, Facilitate Simple learning Quick to develop No

knowledge resources interactivity-passive
case studies,
acquisition (mainly (documents and learning
worked examples, conceptual and PPT presentations)
factual knowledge),
demonstrations orientation, Interactive Flexible: allows Low/ medium
motivation, e-learning lesson the use of various interactivity-risk of
attitudinal change instructional passive learning
techniques
Correct use of
instructional
techniques and
media elements
is needed to
avoid this risk

Webcasting Quite easy to No

(video lessons develop interactivity-passive
and podcasts) learning
Need to consider
available learners’
Internet connection

Webinars (video Allows interaction The instructor

conference, audio between instructor must be prepared
conference, and learners to teach online
chat-based) and use adequate
Requires low
supporting
Virtual classroom effort to convert
materials
materials
Need to consider
available learners’
Internet connection
 method uSed to delivery formatS proS conS

Application Demonstration Develop Combination Allows learners Mainly used for

methods -practise method procedural skills of animation to practise software and simple
and operational medical procedures
simulation

Virtual classroom Need to consider

(using application available learners’
sharing) Internet connection

Job aids Provide just-in-time Printed documents Promote transfer Sophisticated

information and such as checklists, of learning expert systems
guidance technical to workplace require complex
glossaries, performance design
templates, manuals

Online help and

expert systems

Case-based Develop Interactive Good level of Quite

exercises job-specific e-learning lesson interactivity time-consuming
cognitive skills to design

Electronic Highly interactive Time-consuming

simulation based to design
on branched
Multimedia
scenarios
simulations can be
costly to produce
Need support of
an online tutor
or instructor

Individual Highly interactive Time-consuming

tutored activity + personalised to design
feedback
Need support of
an online tutor
or instructor
Need to consider
available learners’
Internet connection

Online group Highly interactive Time-consuming

activity + social dimension to design
Need active
support of an
online facilitator
Need to consider
available learners’
Internet connection

Role plays Develop Interactive Good level of Quite time-

interpersonal skills e-learning lesson interactivity consuming
to design
Stimulate
attitudinal change Electronic Highly interactive Time-consuming
simulation based to design
on branched
Multimedia
scenarios
simulations can be
costly to produce

Online group Highly interactive Time-consuming

activity + social dimension to design
Need for
considering
available learners’
Internet connection
Need active
support of an
online facilitator
 method uSed to delivery formatS proS conS

Application Simulations and Develop deep Symbolic Highly interactive Time-consuming

methods serious games understanding of simulations and costly to design
Allow to practice
complex system and produce
high cognitive
performance level Need active
(apply, analyse) support of an online
tutor or SME

Learning games Highly interactive Time-consuming

and costly to design
Allow to practice
and produce
high cognitive
performance level Need appropriate
(apply, analyse) design to be
effective
Need active
support of an online
tutor or SME

Guided research Active knowledge Discussion forum, Allow to practice Need active
construction e-mail, chat, high cognitive support of an online
audio and video performance level facilitator to provide
conference (analyse, create) help and feedback
Wiki, blog, shared
documents

Project work Active knowledge Discussion forum, Allow to practice Need active
construction e-mail, chat, high cognitive support of an online
audio and video performance level facilitator to provide
conference (analyse, create) help and feedback
Wiki, blog, shared
documents

Collaborative Online guided Stimulate critical Discussion forum, Allows for Less effective than
methods discussion thinking and e-mail, chat, reflection, collaborative project
reflection audio and video socialization and work to achieve
conference knowledge sharing learning objectives
Facilitate
communications Need to consider
among learners available learners’
Internet connection
Develop
interpersonal skills
Stimulate
attitudinal
change

Collaborative work Stimulate critical Discussion forum, Allows learners Need active
thinking and e-mail, wiki, blog, to make their support of an online
reflection chat, audio and knowledge facilitator to provide
video conference, explicit through help and feedback
Develop problem
shared documents argumentation
solving skills Need to consider
available learners’
Develop
Internet connection
interpersonal skills
Stimulate
attitudinal change

Peer tutoring Stimulate critical Discussion forum, Good for train-the May need to
thinking and e-mail, wiki, blog, trainer projects be facilitated
reflection chat, audio and
Need to consider
video conference,
Develop available learners’
shared documents
interpersonal skills Internet connection
Stimulate
attitudinal change
4.2 defining the delivery Strategy
DEVELOP IMPLEMENT
ANALISY DESIG EVALUATION
MENT ATION
S N
NEEDS ANALISYS CONTE INSTALLA
LEARNING NT TION AND
TARGET AUDIENCE DEVEL DISTRIBU REA
ANALISYS OBJECTIVES OPMEN TION
T CTI
TASK AND TOPIC SEQUENCING MANAGIN
ANALISYS STORY G ON
INSTRUCTIONAL
BOARD LEARNER’
DEVEL S S
STRATEGY
OPMEN ACTIVITIE
LEA
DELIVERY T S
RNI
STRATEGY COURS
EVALUATION EWARE NG
STRATEGY DEVEL
OPMEN S
T
BEH
When selecting delivery formats, a number of factors must be considered, including: AVI

> learner-related factors; OU

> technology aspects; and R

> organizational requirements. RES

Learner-related factors ULT

The following are important factors to consider about learners:

> their comfort with delivery channels – Audio and video conferencing can be frustrating for non-native language learners;
e-mail or discussion forums are more appropriate since they allow learners to take the time they need to read and write.
> their level of technical expertise – If they have only recently experimented with e-mail, they may have difficulty working
with whiteboards and video conferencing. It is important to consider how much technical support can be offered to them.
> their available time – If learners are busy, are located in different time zones or cannot conform to rigid schedules
because they can only access a shared computer during certain hours, asynchronous tools will be preferred.

Technology aspects

Learners’ computers’ capabilities, infrastructure and connectivity need to be considered before making
any technology decisions. Understanding whether learners have easy access to network systems is
important. Some activities can be carried out only with the support of an Internet connection, while
others can be developed for self-paced e-learning. If there is limited Internet connectivity, consider using
CD-ROMs and other offline formats to allow learners to take all or parts of the course offline.

Knowing bandwidth limitations helps you to choose the right delivery format. The
following is a rough estimate of connection speeds required by various e-learning
formats:

e-learning format Speed of internet connection reQuired to diSplay/uSe

Video conferencing, live webcasting From 100 Kbps to 2 Mbps

Audio conferencing From 56 Kbps to 128 Kbps

Application sharing, animations From 256 Kbps to 1 Mbps

Whiteboard, slides From 56 Kbps to 384 Kbps

Chat, instant messaging 128 Kbps

 E-mail, discussion forums, screens with text and images From 56 Kbps to 128 Kbps

Source: http://support.apple.com/kb/ht2020 - Last visited: 30 June 2011

 It is also important to consider what kind of computers and software programs learners use,
especially when creating e-learning courses in development contexts. Technical requirements,
including multimedia capabilities, influence the selection of the media mix and plug-ins.

A multimedia training course can require the learners to have special hardware configurations (e.g. a large amount of
memory, fast processors, high-resolution monitors, audio and video cards). Media players, also called plug-ins, (e.g.
Adobe Acrobat Reader or Flash Player plug-ins) may be needed to display media and interact with the learner. If these
are required, learners should be able to freely download them from the Web. Try to limit the number of media players
needed by learners so that they don’t have to do too many downloads. Alternatively, if you provide offline courses,
such as on a CD-ROM, you can embed in the CD all the media players that are needed to display the course.

Using several media does not necessarily improve the effectiveness of an e-learning activity. Good instructional design
is more critical to achieving learning effectiveness than special multimedia effects. For example, while audio is generally
recommended, video and complex animations might not be required and could instead be replaced by a series of images.

Organizational requirements and constraints

A range of organizational requirements and constraints, such as the available

time and budget, will influence the choice of delivery formats.

Developing self-paced learning, especially with a lot of multimedia, can require much more time than preparing a
virtual classroom. When instruction needs to be provided to as many people as possible in the least amount of time, a
series of large virtual classes might be the right solution. Investing in the development of a complete self-paced course
makes sense to meet long-term training goals more than immediate, urgent training needs. However, development
costs for interactive content have dramatically decreased because of the development of new authoring tools.

Instructor-led courses are cheap to develop but expensive to deliver, while self-paced
courses based on interactive content are expensive to develop but cheap to deliver. Thus,
knowing the number of learners is important in assessing the cost impact.

4.3 good practiceS

By making use of asynchronous and synchronous learning and collaborative tools, it is possible to
define e-learning solutions which match specific needs. Some good practices include:

> Combining structured and ad hoc solutions: For example, an extensive curriculum on food
security analysis can be developed as a stand-alone course, while short virtual workshops can be
used to illustrate updates to a methodology or guidelines to face a recently emerged problem.
> Localization: If you have a diverse and geographically dispersed learner group for which translation and cultural
adjustments are required, you might decide to develop a large self-paced e-learning course in English for all
learners, followed by virtual classes in the local language to deal with local issues and cultural differences.
> Allowing downloads: Even in contexts with highly developed infrastructures, learners do not have continuous
access to the Internet. They should be able to download online content and work on it offline.
> Asynchronous courses: E-learning materials developed for self-paced e-learning can be combined with
asynchronous collaboration facilities such as discussion forums and e-mail. This works well for learners who cannot
conform to the rigid schedule of classroom training but want to enrich learning through discussion with other learners
and a facilitator.
 4.4 defining the evaluation Strategy
DEVELOP IMPLEMENT
ANALISY DESIG EVALUATION
MENT ATION
S N
NEEDS ANALISYS CONTE INSTALLA
LEARNING NT TION AND
TARGET AUDIENCE DEVEL DISTRIBU REA
ANALISYS OBJECTIVES OPMEN TION
T CTI
TASK AND TOPIC SEQUENCING MANAGIN
ANALISYS STORY G ON
INSTRUCTIONAL
BOARD LEARNER’
DEVEL S S
STRATEGY
OPMEN ACTIVITIE
LEA
DELIVERY T S
RNI
STRATEGY COURS
EVALUATION EWARE NG
STRATEGY DEVEL
OPMEN S
T
BEH
Another important decision relates to the evaluation strategy for your course. AVI
It is very important to think about this from the design stage.
OU
First, you should establish the purpose of the evaluation. The purpose might be to: check the quality
R
of the course to improve it before it is implemented (formative evaluation); measure the effectiveness of
training and learning immediately after the course has been implemented (confirmative evaluation); or RES

evaluate an old course to see if it is still valid or needs to be modified (summative evaluation). ULT

Then, you will need to define if you want to evaluate learners’ progress and/or provide certification. S
This will also influence the choice of the assessment tests that will be integrated into the course.

In fact, you may want to assess learners’ knowledge and skills before the course starts, at a certain
point in the course (e.g. middle evaluation) and/or after the completion of the entire course.20

As already stated, it is important to ensure that the assessment tests are aligned with the learning
objectives. For this reason it is advisable to start drafting the assessment tests from the first stages
of the project, just after the definition of the learning objectives for each learning unit.

4.5 in Summary
key points for this chApter
The ID must propose the best mix of e‑learning methods and formats to match specific learning needs. Special attention must
be given to technological and resource constraints.
Learning objectives can be achieved through a wide range of learning methods, such as self‑paced interactive lessons,
case‑based or operational simulations, online discussions, collaborative activities, virtual classrooms, assessment tests and
surveys.
Different media elements can be used to create e‑learning content, such as text, graphics, animations, audio, photographs
and video sequences. The choice of the right media mix depends on the instructional approach as well as on technological
and resource constraints.
When deciding between using offline and online, synchronous or asynchronous approaches, it is important to consider
learner‑related factors (e.g. their technical expertise and available time) and technical aspects (e.g. hardware and software
requirements and speed of Internet connection).
The overall evaluation strategy and the methods for assessing learners’ progress should also be defined as part of the design
stage.
20
See chapter 8.4 for more details on the different types of
evaluation and on methods to assess learning.
pArt iii – creAting interActive content

EVALUATION
ANALISYS
DESIGN DEVELOPMENT IMPLEMENTATION
 CONTENT
DEVELOPMENT NEE
DS
STORYBOARD ANAL
DEVELOPMENT ISYS

COURSEWARE TARGET
DEVELOPMENT AUDIENCE
ANALISYS

LEARNING OBJECTIVES REACTIONS INSTALLATION

AND DISTRIBUTION
SEQUENCING LEARNINGS
MANAGING
INSTRUCTIONAL STRATEGY BEHAVIOUR LEARNER’S ACTIVITIES

DELIVERY STRATEGY RESULTS

EVALUATION STRATEGY

e-leArning content must be AccurAtely prepAred And

presented in order to be effective. instructionAl
techniques should be used creAtively to develop An
engAging And motivAting leArning experience.
while e-leArning content cAn consist of different
elements, rAnging from simple leArning resources
(e.g. documents And ppt presentAtions) to interActive
content, simulAtions And job Aids, this section will
focus mAinly on the development of interActive e-
lessons.
interActive e-lessons Are the most common method for
delivering e-leArning content. they offer A
medium level of interActivity And Allow designers
to use A vAriety of instructionAl techniques And
mediA.
this section will illustrAte the process of
developing e- lessons, including prepAring the
content, Applying instructionAl techniques And
mediA And creAting the
 finAl interActive product using AppropriAte softwAre
And Authoring tools.
1. You Can Use It To Offer Partial Intervention Or A Complete Strategy And You
Can Use The Scenario-Based Learning Strategy Very Flexibly

 You can interject scenarios within a traditional eLearning course.

 Or, the entire course can be driven by a master narrative (or a story)
featuring a cast of characters. The learning path can then feature
multiple scenarios featuring the cast of characters.
2. You Can Use Varied Design Formats To Meet The Needs Of A Multi-Generational
Workforce

Today, you have wide-ranging options of formats that you can use to create
Scenario-Based Learning.

 You can use simple images and animations.

 You can opt for videos and interactive videos to depict real-life
situations.
 You can create highly immersive learning experiences by leveraging on
techniques like Virtual Reality (VR).
 You can add elements of gamification to the learning path.
 You can have combinations like scenarios in microlearning formats that
are connected through a gamified learning path. You could also have
individual scenarios that are gamified. These approaches enhance the
impact manifold.
3. You Can Craft Scenarios At Two Levels Based On The Complexity

 Mini or ` Scenario-Based Learning

This is used to validate the learner’s recall and basic comprehension
(essentially for basic problem solving).
 Complex or branching Scenario-Based Learning
This is used to validate the learner’s proficiency to apply the learning
and practice for proficiency gain.